Search Results for
"Higher education"

We investigated the relationships between Participation in Training, Informal Learning Behaviours (ILBs), and their dispositional (Readiness to Learn) and situational (Workplace Interaction and Autonomy) antecedents. Aiming to produce findings with greater reproducibility and generality, we used secondary data from 34 countries participating in the first cycle of the Programme for the International Assessment of Adult Competencies, but we also compared these countries. We randomly selected a sample of 504 respondents from each country who were divided equally into training and non-training participant groups. Then, we aggregated the sample of all countries (n = 17,136). The group that participated in training achieved higher mean ILBs with lower variance. In the aggregated sample, Participation in Training moderated only the relationships between ILBs and their situational antecedents. Workplace Interaction and Autonomy were more strongly associated with ILBs among non-training participants. Moderation findings differed among countries. Aspects of job design should be considered—in addition to the skills developed in training—to improve the use of learning opportunities at the workplace. This implication is based on diverse education levels, occupations, age groups, and countries, better supporting global policies. Autochthonous features that may moderate the prediction of ILBs deserve further investigation. Specific training and other dispositional and job design predictors should be longitudinally investigated in the future. © 2024 Brian Towers (BRITOW) and John Wiley & Sons Ltd.

In this article, a new pedagogical model of the Flipped Classroom (FC) and problem-based learning (PBL) is developed for teaching hydrology to civil engineering students. The research was applied with a quasi-experimental design. The pedagogical methods were applied for a period of 10 years in a public university in Cuba (UC) and Mozambique (UM), and a private one in Peru (UP). The applied instrument proved to be reliable and valid, and the normality tests showed that there are significant differences in the new FC-PBL model compared to the traditional one. Greater satisfaction was demonstrated in the generic skills and degree of learning acquired in the students of UP, UC, UM of 89.92, 80.12 and 46.14 %, respectively. It was concluded that the new FC-PBL pedagogical model provides greater strengths for the training of civil engineers in higher education in the 21st century. © 2025 Instituto Mexicano de Tecnologia del Agua. All rights reserved.

The adoption of online teaching and learning in educational settings poses a notable challenge to teachers as they are required to implement student-centered pedagogy in online learning environments. This is often hindered by teachers' insufficient preparation in this area. The current study hinges on two underexplored aspects that may explain this challenge among faculty teaching in teacher training colleges, both related to the link between professionals and their workplace: innovative work behavior and personal accountability. This study sought to examine higher education teachers’ perceived innovative behavior and personal accountability as precursors of their reported distance learning practices during the COVID-19 pandemic period. Data were gathered from 303 faculty members from public teacher training colleges. Data were analyzed by using Partial Least Squares—Structural Equation Modeling. Based on our findings, innovative teachers reported using more student-centered approaches in distance learning than traditional practices. Another finding showed that high levels of external accountability were associated with traditional teaching routines focused on setting clear rules for student behavior in online environments and enforcing these rules. Hence, teachers who placed an emphasis on delivering timely reports to their managers and believed they should be evaluated by their students’ final grades, were more inclined towards traditional approaches to teaching. Internal accountable teachers tended to employ adaptive instructional practices, underscoring the quality of the learning process. Implementations and directions for future research are discussed. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.

The technical training associated with urban water cycle management has a markedly multidisciplinary character. In Spain, training in this field to cover the different professional profiles involved in urban water management ranges from specific intermediate and higher Vocational education and Training Programmes to related subjects included in various university degrees, as well as specialised master’s degrees in a very specific discipline involved in water management. Paradoxically, the companies in the sector are finding it difficult to find intermediate and higher technicians with training in line with their current needs to meet the challenges they must face in order to manage the sewerage and supply networks as efficiently as possible. It is necessary to incorporate, in Vocational education centres, innovative methods and means that facilitate the acquisition of the skills required by key sectors for sustainability, such as urban water management. The incorporation of resources that help students to understand complex concepts in this field through the operation of pilot-scale equipment and installations that simulate those they will encounter in their professional performance can be of great value in facilitating the acquisition of the desired competences. In this work, a bibliographical review of the use of pilot plants for teaching purposes, in relation to technical aspects involved in the field of urban water management circumscribed to urban supply and sanitation networks, is carried out in order to assess the degree of their implementation as a training resource, which aspects are most frequently addressed, and the contribution they make to the improvement of teaching–learning processes. © 2025 by the authors.

This chapter examines employability competences to address the mismatch between higher education and the labor market. It equips disadvantaged learners with competences relevant in a changing job environment. Employability competences encompass professional and transferable skills associated with lifelong learning. Despite their importance, studies show that learners are not adequately prepared for emerging labor market demands due to outdated curricula and limited professional development opportunities. This chapter provides educators with actionable insights by categorizing employability competences into coherent sets to bridge these gaps. Emphasizing tailored academic strategies, it advocates aligning education with labor market needs and empowering learners to overcome barriers to career mobility. The goal is to enhance disadvantaged learners' employability while addressing socio-economic inequality and adapting to evolving work environments. © 2025 by IGI Global Scientific Publishing. All rights reserved.

The implementation of the manufacturing power strategy is a crucial plan for achieving the great rejuvenation of the Chinese nation through Chinese-style modernization. Industrial robotics is a core field in modern manufacturing, and cultivating craftsmanship among industrial robotics students is essential for promoting the transformation and upgrading of the manufacturing industry and fostering high-quality economic development. This study investigated the craftsmanship of industrial robotics students at a higher vocational college using the Craftsmanship Questionnaire for College Students in higher Vocational Colleges developed by Deng Hongbao et al. The results indicated that the average score of industrial robotics students was 4.06±0.56, which is considered good. Although craftsmanship scores improved with grade level, the differences were not statistically significant (P>0.05). However, there were significant differences based on gender, student cadre status, and internship experience (P<0.05). Based on the analysis, the following recommendations are proposed: enhancing classroom teaching to improve craftsmanship cognition; emphasizing practical training to cultivate craftsmanship skills; and leveraging campus culture to internalize craftsmanship values among students. © 2024 Copyright held by the owner/author(s).

As a breakthrough to open up a new track of education development and shape new advantages, the digital transformation of education promotes the reform of higher education teaching towards being mixed and normalized. Based on the theoretical value and practical demands of high-quality classrooms in the new era, this study builds the blended learning environment with the help of generative artificial intelligence platforms, relying on the public course”Modern Educational Technology” for teacher training students. It integrates curriculum ideology and politics, designs and implements project-based learning activities, aiming to improve students’ abilities of information-based instructional design and information-based instructional resources development and promote deep learning. The research shows that project-based learning in blended learning environment can improve college students’ ability to apply what they have learned to develop project works flexibly, and the level of deep learning has also been improved, especially in learning strategy and learning outcome. At the same time, this study also puts forward relevant practical measures to provide a reference for improving the learning efficiency of college students. © 2024 Copyright held by the owner/author(s).

The level of student engagement is a critical factor in determining a student's continuation at a university. Adult learners, one of the fastest-growing student demographics in higher education, often bring unique life experiences that interconnect with their online classes, family responsibilities, work, and other commitments. Artificial Intelligence (AI) chatbots in online learning environments have proven effective in revolutionizing student engagement through intentional communication and providing timely academic assistance. This four-part chapter explores how AIdriven practices can transform Career and Technical education (CTE) by addressing systemic inequities and advancing social justice in urban education. The chapter emphasizes the importance of ensuring that the benefits of AI are distributed equitably, particularly in the context of lifelong learning and community empowerment. Furthermore, AI can enhance andragogical practices in urban settings by improving strategic planning, resource allocation, and personalized learning experiences. © 2025 by IGI Global Scientific Publishing. All rights reserved.

higher education has had a long and growing association with professional practice. Yet the need to unpack and demystify the day-to-day workings has never been greater, especially for new pracademics - academics entering from professional practice. Mapped to the Advance HE Professional Standards Framework (PSF 2023) and the Institute for Apprenticeships and Technical education (IfATE), this invaluable guide will help you navigate your new academic career, covering all key aspects to support a successful transition. Key features include the following: Hints, tips, narratives, and examples from experienced pracademics from a diverse and broad range of professions and higher education institutions. Support and guidance on the academic role, teaching, learning and assessment, supporting students, researching and supervision, academic well-being, and continuing professional development. A 'go-to' Learning Activity Compilation. Practical strategies and guidance to swiftly adapt to your academic practices. A detailed glossary to quickly locate key terms. Packed full of practical guidance, this go-to guide will act as the perfect companion to help you navigate through your new pracademic career. It is essential reading for anyone taking part in an accredited academic initial professional development programme, as well as those more experienced academics who want to refresh their knowledge and understanding. © 2025 Mary Kitchener. All rights reserved.

The development of loose-leaf textbooks from the perspective of integrating "Job- Course-Competition-Certificate"is an inherent requirement and crucial measure for advancing the high-quality development of vocational education. Based on the analysis of the fundamental requirements for developing loose-leaf textbooks in vocational education within this integrated framework, this paper outlined the efforts made in constructing a loose-leaf textbook for the Common Nursing and Nursing Comprehensive Training course in higher vocational education. These efforts included clarifying the orientation of textbook development, forming a diverse and innovative team, clarifying the fundamental approach for textbook development, redesigning the textbook module system, determining contextualized loose-leaf content, and developing diversified digital resources. The project has achieved remarkable results and outcomes, which can provide reference for promoting high-quality textbook development and deepening educational and teaching reforms in nursing vocational education. © 2025 Chinese Nursing Journals Publishing House. All rights reserved.